Critical Global Didactica: A Study of Student and Faculty Voices in Teacher Education

• In Event: Fairmont Roundtable Session Nine
  In Roundtable Session: Humanizing Pedagogies, Justice, and Belonging (Table 5)

Abstract

Ours is a world of constant movement and forced displacement of millions of people. Preparing teachers to navigate this world calls for renewed pedagogical practices centered on values and critical global competence. This multi-case study investigates how teacher education faculty from Spain, USA, and Italy collaborated with their students to advance didactic innovations that engage reflexive, socio-emotional, and intercultural processes using thinking routines and storytelling about migration. Our research gives voice to students and faculty and makes emotions and cognitive understandings visible within dialogical practices. Implications for how an intercultural dialogical approach to faculty development can transform teacher educators’ practice are discussed using a critical global teaching framework.

Authors

• Laura Boynton Hauerwas, Providence College
  Presenting Author

• Isabel Maria Gomez-Barreto, Universidad de Castilla-La Mancha
  Non-Presenting Author

• Veronica M. Boix Mansilla, Harvard University
  Non-Presenting Author